Background: Recent studies have revealed the association between mapping and arithmetic (Ferres-Forga et al., "J. Numer. Cogn.", 8, 2022, 123; LeFevre et al., "J. Numer. Cogn.", 8, 2022, 1). Aim: The underlying mechanism remains unclear. Materials & Methods: The current study recruited 118 kindergarten children and followed…

The aim of this study was to develop an instrument for assessing sixth-grade students' number sense skills in fractions and decimals. This study was conducted on 452 sixth graders (10-11 years old) from the western region of Turkey. The construct validity of the number sense test (NST) was examined via exploratory factor analysis (EFA) and…

Taking into consideration that young children engage with mathematics outside of the preschool classroom, this study focuses on adults' awareness of numerical ideas raised by young children without and with adult involvement. Ninety adults in Israel, the majority of whom were parents or grandparents of children aged 3-6 years, participated in this…

Children learn the cardinalities of the first numbers one, two, three and four before they learn how counting tracks cardinality for all numbers. It may be that when children start to understand counting, they also discover how numbers relate to one another in a structured number system. Do children who understand that the cardinality of a set is…

Although absolute value is of interest to mathematics teaching researchers, since many students face problems with it, there does not seem to be an integrated record of students' errors. The present study attempts to conduct a systematic review to identify and categorize errors and misconceptions of secondary school students aged 12-18 concerning…

Finger gnosia and fine motor skills (FMS) are assumed to play a key role in the development of arithmetic abilities, but their contribution to early numerical skills (i.e., enumeration skills and cardinality) has received little attention so far. The purpose of this study was to investigate the predictive value of finger gnosia and FMS to…

Rational numbers, such as fractions and decimals, are harder to understand than natural numbers. Moreover, individuals struggle with fractions more than with decimals. The present study sought to disentangle the extent to which two potential sources of difficulty affect secondary-school students' numerical magnitude understanding: number type…

Many recently added studies concerning reforms on teaching Early Mathematics were taken into consideration by different countries all over the world. The rhetoric that has accompanied such reforms has often justified them in terms of the need to produce citizens who are better able to cope with the demands of the twenty-first century. As an area…

Competence with rational numbers is essential for mathematics proficiency in secondary mathematics. However, many students struggle with rational number concepts, and students with mathematics difficulties struggle even more. The purpose of this study was to examine the effects of an intervention that incorporated the use of explicit instruction…

Using cognitive diagnostic modeling (CDM), this study identified subtypes of mathematics learning disability (MLD) based on children's numerical skills and examined the language and spatial precursors of these subtypes. Participants were 99 MLD children and 420 low achievers identified from 1839 Finnish children (966 boys) who were followed from…

The definitions serve the purpose of communication and preservation of knowledge in scientific inquiry. However, it is quite often to perceive number sense concept without well-accepted definitions in the field of mathematics education research. Despite the mentioned issue, the current literature on children's number sense provides a glean for…

The aim of this study was to validate a teacher rating scale (TRS-EN) for assessing early numeracy skills and for identifying mathematically low-performing 3- and 4-year-old children. Fifty-six preschool teachers assessed children's (3-year-olds = 127; 4-year-olds = 145) numerical relational, counting, and basic arithmetic skills. Construct…

Background: Early numeracy interventions including basic arithmetic are crucial for young students at risk for early mathematics difficulties (MDs), yet few studies have evaluated numeracy interventions in second grade with a randomized controlled design. Aim: This pre- and post-test randomized controlled study evaluated the effects of an…

State Early Learning Standards (ELS) are multi-function tools that inform early childhood instruction and practices. Using an established framework of early numerical development, this study assessed the prevalence of number, number relations, and number operations indicators in ELS, specifically indicators of counting, numeral knowledge,…

To examine the relationship between early number sense and later symbolic arithmetic competence and how they are connected in young Chinese children. The present study utilized a longitudinal sample of 115 Chinese children aged 3 to 6. Young children completed measures to assess number sense, visual spatial skills (in the fall of their second…